2011年6月大学英语六级阅读考试真题及答案_完美打印版

2011年6月大学英语四级真题试卷(题后含答案及解析)

2011年6月大学英语四级真题试卷(题后含答案及解析)题型有：1. Writing 2. Reading Comprehension (Skimming and Scanning) 3. Listening Comprehension 4. Reading Comprehension (Reading in Depth) 5. Cloze 8. TranslationPart I Writing (30 minutes)1．For this part, you are allowed 30 minutes to write a short essay entitled Online Shopping. You should write at least 120 words following the outline given below:1．现在网上购物已成为一种时尚；2．网上购物有很多好处，但也有不少问题；3．我的建议……正确答案：Nowadays, online shopping has become one of the most fashionable life styles for modern people, especially young people. Certainly, online shopping is convenient. It helps us to save our valuable time, which can be invested into our work, leisure, and study. However, everything can be divided into two, and online shopping has no exception. It also has many problems. First cf all, most products have very poor quality. What’s worse, it will cause your financial insecurity, because the payment is done through the Internet. Therefore, your bank account or credit card numbers will be stolen and make you suffer a great loss. As far as I’m concerned, the benefits of online shopping greatly outweigh its drawbacks. People should make better use of shopping and bypass its negative effects. People can never be too careful when shopping online.解析：这是一篇有关社会热点的文章。

2011年6月六级真题及答案(完整版)

2011年6月大学英语六级真题Part Ⅰ Writing (30 minutes)Directions: For this part, you are allowed 30 minutes to write a short essay entitled The Certificate Craze. You should write at least 150 words following the outline given below.1．现在许多人热衷于各类证书考试2．其目的各不相同3．在我看来……The Certificate Craze注意：此部分试题在答题卡1上。

Part II Reading Comprehension (Skimming and Scanning) (15 minutes)Directions:In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet 1. For questions 1-7, choose the best answer from the four choices marked A), B), C) and D). For questions 8-10, complete the sen tences with the information given in the passage.Minority ReportAmerican universities are accepting more minorities than ever. Graduating them is another matter.Barry Mills, the president of Bowdoin College, was justifiably proud of Bowdoin's efforts to recruit minority students. Since 2003 the small, elite liberal arts school in Brunswick, Maine, has boosted the proportion of so-called under-represented minority students in entering freshman classes from 8% to 13%. "It is our responsibility to reach out and attract students to come to our kinds of places," he told a NEWSWEEK reporter. But Bowdoin has not done quite as well when it comes to actually graduating minorities. While 9 out of 10 white students routinely get their diplomas within six years, only 7 out of 10 black students made it to graduation day in several recent classes."If you look at who enters college, it now looks like America," says Hilary Pennington, director of postsecondary programs for the Bill & Melinda Gates Foundation, which has closely studied enrollment patterns in higher education. "But if you look at who walks across the stage for a diploma, it's still largely the white, upper-income population."The United States once had the highest graduation rate of any nation. Now it stands 10th. For the first time in American history, there is the risk that the rising generation will be less well educatedthan the previous one. The graduation rate among 25- to 34-year-olds is no better than the rate for the 55- to 64-year-olds who were going to college more than 30 years ago. Studies show that more and more poor and non-white students want to graduate from college – but their graduation rates fall far short of their dreams. The graduation rates for blacks, Latinos, and Native Americans lag far behind the graduation rates for whites and Asians. As the minority population grows in the United States, low college graduation rates become a threat to national prosperity.The problem is pronounced at public universities. In 2007 the University of Wisconsin-Madison –one of the top five or so prestigious public universities –graduated 81% of its white students within six years, but only 56% of its blacks. At less-selective state schools, the numbers get worse. During the same time frame, the University of Northern Iowa graduated 67% of its w hite students, but only 39% of its blacks. Community colleges have low graduation rates generally –but rock-bottom rates for minorities. A recent review of California community colleges found that while a third of the Asian students picked up their degrees, only 15% of African-Americans did so as well.Private colleges and universities generally do better, partly because they offer smaller classes and more personal attention. But when it comes to a significant graduation gap, Bowdoin has company. Nearby Colby College logged an 18-point difference between white and black graduates in 2007 and 25 points in 2006. Middlebury College in Vermont, another top school, had a 19-point gap in 2007 and a 22-point gap in 2006. The most selective private schools –Harvard, Yale, and Princeton – show almost no gap between black and white graduation rates. But that may have more to do with their ability to select the best students. According to data gathered by Harvard Law School professor Lani Guinier, the most selective schools are more likely to choose blacks who have at least one immigrant parent from Africa or the Caribbean than black students who are descendants of American slaves."Higher education has been able to duck this issue for years, particularly the more selective schools, by saying the responsibility is on the individual student," says Pennington of the Gates Foundation. "If they fail, it's their fault." Some critics blame affirmative action – students admitted with lower test scores and grades from shaky high schools often struggle at elite schools. But a bigger problem may be that poor high schools often send their students to colleges for which they are "undermatched": they could get into more elite, richer schools, but instead go to community colleges and low-rated state schools that lack the resources to help them. Some schools out for profit cynically increase tuitions and count on student loans and federal aid to foot the bill –knowing full well that the students won't make it. "The school keeps the money, but the kid leaves with loads of debt and no degree and no ability to get a better job. Colleges are not holding up their end," says Amy Wilkins of the Education Trust.A college education is getting ever more expensive. Since 1982 tuitions have been rising at roughly twice the rate of inflation. In 2008 the net cost of attending a four-year public university –after financial aid –equaled 28% of median (中间的)family income, while a four-year private university cost 76% of median family income. More and more scholarships are based on merit, not need. Poorer students are not always the best-informed consumers. Often they wind up deeply in debt or simply unable to pay after a year or two and must drop out.There once was a time when universities took pride in their dropout rates. Professors would begin the year by saying, "Look to the right and look to the left. One of you is not going to be here by the end of the year." But such a Darwinian spirit is beginning to give way as at least a few colleges face up to the graduation gap. At the University of Wisconsin-Madison, the gap has been roughly halved over the last three years. The university has poured resources into peer counseling to help students from inner-city schools adjust to the rigor (严格要求)and faster pace of a university classroom –and also to help minority students overcome the stereotype that they are less qualified. Wisconsin has a "laserlike focus" on building up student skills in the first three months, according to vice provost (教务长)Damon Williams.State and federal governments could sharpen that focus everywhere by broadly publishing minority graduation rates. For years private colleges such as Princeton and MIT have had success bringing minorities onto campus in the summer before freshman year to give them some prepara tory courses. The newer trend is to start recruiting poor and non-white students as early as the seventh grade, using innovative tools to identify kids with sophisticated verbal skills. Such pro grams can be expensive, of course, but cheap compared with the millions already invested in scholarships and grants for kids who have little chance to graduate without special support.With effort and money, the graduation gap can be closed. Washington and Lee is a small, selective school in Lexington, Va. Its student body is less than 5% black and less than 2% Latino. While the school usually graduated about 90% of its whites, the graduation rate of its blacks and Latinos had dipped to 63% by 2007. "We went through a dramatic shift," says Dawn Watkins, the vice president for student affairs. The school aggressively pushed mentoring (辅导) of minorities by other students and "partnering" with parents at a special pre-enrollment session. The school had its first-ever black homecoming. Last spring the school graduated the same proportion of minorities as it did whites. If the United States wants to keep up in the global economic race, it will have to pay systematic attention to graduating minorities, not just enrolling them.注意：此部分试题请在答题卡1上作答。

2011.6月大学英语六级仔细阅读真题答案解析

以下是为⼤家搜索整理的2011.6⽉⼤学英语六级仔细阅读真题答案解析，供⼤家参考。

Part IV Reading Comprehension (Reading in depth) Section A Questions 47 to 51 are based on the following passage。

答案： 47. what is in your boss's mind 48. challenging our boss's authority 49. possible consequences 50. be proposed and reviewed 51. confrontations 47-51解析： 50题讲的是“为了保证公平性，有必要对_______的故事设⽴⼀个系统”；回答本题，我们可以回到原⽂倒数第⼆段First, you need a system for how stories are proposed and reviewed. 所以应填⼊be proposed and reviewed。

51题是针对⽂章的最后⼀段提问； By anticipating “what if …?” situations before they happen, you can reach understanding that will help ease you out of confrontations. 本句中ease out of和题⽬中的avoid异曲同⼯，所以，在这⾥填⼊confrontations即可。

总体来说，本篇⽂章难度适中，所有问题基本都可以从原⽂中找到答案；特别需要注意的是有个别地⽅需要考⽣注意⼀下格式的对应，⽐如说第50题的be proposed and reviewed。

Section B Passage One Questions 52 to 56 are based on the following passage。

2011年6月大学英语六级真题与答案详解完整版

2011年6月大学英语六级真题与答案详解完整版Part I Writing标准版My opinion on certificate crazeThe growing tendency among college students to get all kinds of certificates has now evolved into a craze. Just randomly ask a student what he or she is busily engaged in doing, quite possibly, you would get the answer that he or she is preparing for a certificate of some kind. So, why’s the craze? The reason behind this phenomenon is common — the enormous pressure of finding a job. Faced with a harsh job market, most students have no choice but to seek more certificates to parlay their qualifications. Another factor is that diploma and certificates still weighs heavily in terms of signifying one’s ability. For the sake of increasing their odds of landing a better job, the students ar e compelled to run from one exam to another.Though I have an open mind toward the craze on certificates, I suggest that students should be more rational when it comes to certificates, since they do not necessarily tell their ability. Instead, they should be more involved in learning and capability boosting, thus, opportunities would come quite naturally.文章点评：这是一篇“中等偏上”的学生作文。

2011年6月六级试题答案

2011年6月英语六级快速阅读考试试题答案2011年上半年英语六级考试于6月18日15：00-17：20举行，考试大在此预祝广大考生顺利通过考试！Part II Reading Comprehension (Skimming and Scanning)1. B. The low graduation rates of minority students2. D. its increased enrollment of minority students3. B. The rising generation will be less well educated than the previous one.4. C. Fifiteen percent5. B. they recruit the best students6. A. Universities are to blame.7. B. They cannot afford the high tuition.8. that they are less qualified9. some preparatory cources10. be closed2011年6月英语六级听力考试试题答案2011年上半年英语六级考试于6月18日15：00-17：20举行，考试大在此预祝广大考生顺利通过考试！11 C) She has not got the man’s copies for her12 B) She was late for the appointment13 C) It won’t be easy for Mark to win the election14 A) It failed to arrive at its destination in time15 A) Just make use of whatever information is available16 D) The woman isn’t qualified to take the course the manmentioned17 A) They are both to blame18 A) They are in desperate need of financial assistance19 C) We derive some humorous satisfaction from theirmisfortune20 C) They don’t know how to cope with the situation21 A) They themselves would like to do it but don’t dare to22 C) To relieve her feelings23 D) Bringing a handgun into Hong Kong24 D) He is suspected of having slipped something in Kunmar’sbag25 B) Find Alfred Foster26 B) They think travel gives them their money’s worth27 D) Launch a new program of adventure trips28 B) The way people travel29 B) The changing roles played by men and women30 A) Offer more creative and practical ideas than men31 C) To show that women are capable of doing what men do32 B) Reporting criminal offenses in Greenville33 D) It has fewer violent crimes than big cities34 A) There are a wide range of cases35 A) Write about something pleasantIn America, people are faced with more and more decisions everyday, whether it’s picking one of thirty-one ice cream(36)flavors, or deciding whether and when to get married.That sounds like a great thing, but as a recent study has shown,too many choices can make us(37)confused, unhappy, evenparalyzed with indecision. ‘That’s(38)particularly truewhen it comes to the work place’, says Barry Schwartz, an author ofsix books about human (39)behavior. Students are graduatingwith a (40)variety of skills and interests, but often findthemselves (41)overwhelmed when it comes to choosing anultimate career goal. In a study, Schwartz observed decision-makingamong college students during their (42)senior year. Basedon answers to questions regarding their job hunting(43)strategies and career decisions, he divided the studentsinto two groups：maximizers, who consider every possible option, andsatisficers, who look until they find an option that is goodenough. You might expect that the student (44)who had undertakenthe most exhausted search would be the most satisfied with theirfinal decision, but it turns out that’s not true. Schwartzfound that while maximizers ended up with better-paying jobs thansatisficers onaverage, they weren’t as happy with their decision.The reason (45)why these people feel less satisfied is that aworld of possibilities may also be a world of missedopportunities. When you look at every possible option, you tendto focus more on what was given up than what was gained. Aftersurveying every option, (46)a person is more acutely aware ofthe opportunities they had to turn down to pursue just onecareer。

2011年6月英语六级考试阅读题答案（新东方版）

以下是?无忧考网为大家搜索整理的2011年6月英语六级考试阅读题答案新东方版供大家参考
以下是为大家搜索整理的2011年6月英语六级考试阅读题答案(新东方版)，供大家参考。 2011年6月英语六级考试阅读题答案(新东方版) 六级阅读： 1. B: The low graduation rates of minority students。 2. D: Its increased enrollment of minority students。 3. D: It is going to lose its competitive edge in highereducation。 4. C: Fifteen percent。 5. B:they recruit the best students。 6. A:Universities are to blame。 7. B:They cannot afford the high tuition。 8. they are loss qualified。 9. preparatory courses。 10. be closed。 52. D : The general public thinks differently from mosteconomists on the impact of immigration。 53.B: They can get consumer goods at lowerprices。 54.C: They have a harder time getting a jobwith decent pay。 55 D: It may place a great strain on the statebudget。 56.C: People are making too big a fuss aboutsomething of small impact。 57.A: Great diversity。 58.B: It will produce business leaders of a uniform style。 59.C: Attitude and approach to business。 60.C: Applicants from outside the traditional sectors。

2011年6月CET6真题阅读部分及参考答案(3)

2011年6月CET6真题阅读部分及参考答案（3）Section BDirections: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice and mark the corresponding letter on Answer Sheet 2 with a single line through the centre.Passage OneQuestions 52 to 56 are based on the following passage.At the heart of the debate over illegal immigration lies one key question: are immigrants good or bad for the economy? The American public overwhelmingly thinks they’re bad. Yet the consensus among most economists is that immigration, both legal and illegal, provides a small net boost to the economy. Immigrants provide cheap labor, lower the prices of everything from farm produce to new homes, and leave consumers with a little more money in their pockets. So why is there such a discrepancy between the perception of immigrants’ impact on the economy and the reality?There are a number of familiar theories. Some argue that people are anxious and feel threatened by an inflow of new workers. Others highlight the strain that undocumented immigrants place on publicservices, like schools, hospitals, and jails. Still others emphasize the role of race, arguing that foreigners add to the nation’s fears and insecurities. There’s some truth to all these explanations, but they aren’t quite sufficient.To get a better understanding of what’s going on, consider the way immigration’s impact is felt. Though its overall effect may be positive, its costs and benefits are distributed unevenly. David Card, an economist at UC Berkeley, notes that the ones who profit most directly from immigrants’ low-cost labor are businesses and employers meatpacking plants in Nebraska, for instance, or agricultural businesses in California. Granted, these producers’ savings probably translate into lower prices at the grocery store, but how many consumers make that mental connection at the checkout counter? As for the drawbacks of illegal immigration, these, too, are concentrated. Native low-skilled workers suffer most from the competition of foreign labor. According to a study by George Borjas, a Harvard economist, immigration reduced the wages of American high-school dropouts by 9% between 1980-2000.Among high-skilled, better-educated employees, however, opposition was strongest in states with both high numbers of immigrants and relatively generous social services. What worried them most, in other words, was the fiscal (财政的) burden of immigration. That conclusion was reinforced by another finding: that their opposition appeared tosoften when that fiscal burden decreased, as occurred with welfare reform in the 1990s, which curbed immigrants’ access to certain benefits.The irony is that for all the overexcited debate, the net effect of immigration is minimal. Even for those most acutely affected say, low-skilled workers, or California residents the impact isn’t all that dramatic. The unpleasant voices have tended to dominate our perceptions, says Daniel Tichenor, a political science professor at the University of Oregon. But when all those factors are put together and the economists calculate the numbers, it ends up being a net positive, but a small one. Too bad most people don’t realize it.注意：此部分试题请在答题卡2上作答。

2011年6月大学英语六级真题与答案详解(完整版)

2011年6月Part I Writing标准版My opinion on certificate crazeThe growing tendency among college students to get all kinds of certificates has now evolved into a craze. Just randomly ask a student what he or she is busily engaged in doing, quite possibly, you would get the answer that he or she is preparing for a certificate of some kind. So, why‟s the craze?The reason behind this phenomenon is common — the enormous pressure of finding a job. Faced with a harsh job market, most students have no choice but to seek more certificates to parlay their qualifications. Another factor is that diploma and certificates still weighs heavily in terms of signifying one‟s ability. For the sake of increasing their odds of landing a better job, the students are compelled to run from one exam to another.Though I have an open mind toward the craze on certificates, I suggest that students should be more rational when it comes to certificates, since they do not necessarily tell their ability. Instead, they should be more involved in learning and capability boosting, thus, opportunities would come quite naturally.文章点评：这是一篇“中等偏上”的学生作文。

2011年6月英语四级阅读真题及答案kj140331102530

Part II Reading Comprehension （Skimming and Scanning）（15 minutes） Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet 1. For questions 1-7, choose the best answer from the four choices marked [A], [B], [C] and [D]. For questions 8-10, complete the sentences with the information given in the passage. British Cuisine: the Best of Old and New British cuisine （烹饪）has come of age in recent years as chefs （厨师）combine the best of old and new. Why does British food have a reputation for being so bad? Because it is bad! Those are not the most encouraging words to hear just before eating lunch at one of Hong Kong’s smartest British restaurants, Alfie’s by KEE, but head chef Neil Tomes has more to say. ―The past 15 years or so have been a noticeable period of improvement for food in England,‖ the English chef says, citing the trend in British cuisine for better ingredients, preparation and cooking methods, and more appealing presentation. Chefs such as Delia Smith, Nigel Slater, Jamie Oliver and Gordon Ramsay made the public realise that cooking –and eating –didn’t have to be a boring thing. And now, most of the British public is familiar even with the extremes of Heston Blumenthal’s molecular gastronomy, a form of cooking that employs scientific methods to create the perfect dish. ―It’s no longer the case that the common man in England is embarrassed to show he knows about food,‖ Tomes says. There was plenty of room for improvement. The problems with the nation’s cuisine can be traced back to the Second World War. Before the War, much of Britain’s food was imported and when German U-boats began attacking ships bringing food to the country, Britain went on rations （配给）。

2011年6月大学英语四级真题试卷(题后含答案及解析)

2011年6月大学英语四级真题试卷(题后含答案及解析)题型有：1. Writing 2. Reading Comprehension (Skimming and Scanning) 3. Listening Comprehension 4. Reading Comprehension (Reading in Depth) 5. Cloze 8. TranslationPart I Writing (30 minutes)1．For this part, you are allowed 30 minutes to write a short essay entitled Online Shopping. You should write at least 120 words following the outline given below:1．现在网上购物已成为一种时尚；2．网上购物有很多好处，但也有不少问题；3．我的建议……正确答案：Nowadays, online shopping has become one of the most fashionable life styles for modern people, especially young people. Certainly, online shopping is convenient. It helps us to save our valuable time, which can be invested into our work, leisure, and study. However, everything can be divided into two, and online shopping has no exception. It also has many problems. First cf all, most products have very poor quality. What’s worse, it will cause your financial insecurity, because the payment is done through the Internet. Therefore, your bank account or credit card numbers will be stolen and make you suffer a great loss. As far as I’m concerned, the benefits of online shopping greatly outweigh its drawbacks. People should make better use of shopping and bypass its negative effects. People can never be too careful when shopping online.解析：这是一篇有关社会热点的文章。

2011年6月英语六级真题及答案

2011年6月大学英语六级(CET-6)真题试卷Part Ⅰ Writing (30 minutes)注意：此部分试题在答题卡1上。

Directions: For this part, you are allowed 30 minutes to write a short essay entitled The Certificate Craze. You should write at least 150words following the outline given below.1．现在许多人热衷于各类证书考试2．其目的各不相同3．在我看来……The Certificate CrazePart II Reading Comprehension (Skimming and Scanning) (15 minutes)Directions:In this part, you will have 15 minutes to go over the passagequickly and answer the questions on Answer Sheet 1. For questions1-7, choose the best answer from the four choices marked A), B),C) and D). For questions 8-10, complete the seen tenses with theinformation given in the passage.Minority ReportAmerican universities are accepting more minorities than ever.Graduating them is another matter.Barry Mills, the president of Bowdoin College, was justifiably proud of Bowdoin's efforts to recruit minority students. Since 2003 the small, elite liberal arts school in Brunswick, Maine, has boosted the proportion of so-called under-represented minority students in entering freshman classes from 8% to 13%. "It is our responsibility to reach out and attract students to come to our kinds of places," he told a NEWSWEEK reporter. But Bowdoin has not done quite as well when it comes to actually graduating minorities. While 9out of 10 white students routinely get their diplomas within six years, only 7 out of 10 black students made it to graduation day in several recent classes."If you look at who enters college, it now looks like America," says Hilary Pennington, director of postsecondary programs for the Bill & Melinda Gates Foundation, which has closely studied enrollment patterns in higher education. "But if you look at who walks across the stage for a diploma, it's still largely the white, upper-income population."The United States once had the highest graduation rate of any nation. Now it stands 10th. For the first time in American history, there is the risk that the rising generation will be less well educated than the previous one. The graduation rate among 25- to 34-year-olds is no better than the rate for the 55- to 64-year-olds who were going to college more than 30 years ago. Studies show that more and more poor and non-white students want to graduate from college – but their graduation rates fall far short of their dreams. The graduation rates for blacks, Latinos, and Native Americans lag far behind the graduation rates for whites and Asians. As the minority population grows in the United States, low college graduation rates become a threat to national prosperity.The problem is pronounced at public universities. In 2007 the University of Wisconsin-Madison – one of the top five or so prestigious public universities – graduated 81% of its white students within six years, but only 56% of its blacks. At less-selective state schools, the numbers get worse. During the same time frame, the University of Northern Iowa graduated 67% of its white students, but only 39% of its blacks. Community colleges have low graduation rates generally – but rock-bottom rates for minorities. A recent review of California community colleges found that while a third of the Asian students picked up their degrees, only 15% of African-Americans did so as well.Private colleges and universities generally do better, partly because they offer smaller classes and more personal attention. But when it comes to a significant graduation gap, Bowdoin has company. Nearby Colby College logged an 18-point difference between white and black graduates in 2007 and 25 points in 2006. Middlebury College in Vermont, another top school, had a 19-point gap in 2007 and a 22-point gap in 2006. The most selective private schools – Harvard, Yale, and Princeton – show almost no gap between black and white graduation rates. But that may have more to do with their ability toselect the best students. According to data gathered by Harvard Law School professor Lain Gainer, the most selective schools are more likely to choose blacks who have at least one immigrant parent from Africa or the Caribbean than black students who are descendants of American slaves."Higher education has been able to duck this issue for years, particularly the more selective schools, by saying the responsibility is on the individual student," says Pennington of the Gates Foundation. "If they fail, it's their fault." Some critics blame affirmative action – students admitted with lower test scores and grades from shaky high schools often struggle at elite schools. But a bigger problem may be that poor high schools often send their students to colleges for which they are "under matched": they could get into more elite, richer schools, but instead go to community colleges and low-rated state schools that lack the resources to help them. Some schools out for profit cynically increase tuitions and count on student loans and federal aid to foot the bill – knowing full well that the students won't make it. "The school keeps the money, but the kid leaves with loads of debt and no degree and no ability to get a better job. Colleges are not holding up their end," says Amy Wilkins of the Education Trust.A college education is getting ever more expensive. Since 1982 tuitions have been rising at roughly twice the rate of inflation. In 2008 the net cost of attending a four-year public university – after financial aid – equaled 28%of median (中间的)family income, while a four-year private university cost 76% of median family income. More and more scholarships are based on merit, not need. Poorer students are not always the best-informed consumers. Often they wind up deeply in debt or simply unable to pay after a year or two and must drop out.There once was a time when universities took pride in their dropout rates. Professors would begin the year by saying, "Look to the right and look to the left. One of you is not going to be here by the end of the year." But such a Darwinian spirit is beginning to give way as at least a few colleges face up to the graduation gap. At the University of Wisconsin-Madison, the gap has been roughly halved over the last three years. The university has poured resources into peer counseling to help students from inner-city schools adjust to the rigor (严格要求)and faster pace of a university classroom –and also to help minority students overcome the stereotype that they are less qualified. Wisconsin has a "laser like focus" on building upstudent skills in the first three months, according to vice provost (教务长)Damon Williams.State and federal governments could sharpen that focus everywhere by broadly publishing minority graduation rates. For years private colleges such as Princeton and MIT have had success bringing minorities onto campus in the summer before freshman year to give them some prepare Tory courses. The newer trend is to start recruiting poor and non-white students as early as the seventh grade, using innovative tools to identify kids with sophisticated verbal skills. Such programs can be expensive, of course, but cheap compared with the millions already invested in scholarships and grants for kids who have little chance to graduate without special support.With effort and money, the graduation gap can be closed. Washington and Lee is a small, selective school in Lexington, Va. Its student body is less than 5% black and less than 2% Latino. While the school usually graduated about 90% of its whites, the graduation rate of its blacks and Latinos had dipped to 63% by 2007. "We went through a dramatic shift," says Dawn Watkins, the vice president for student affairs. The school aggressively pushed mentoring (辅导) of minorities by other students and "partnering" with parents at a special pre-enrollment session. The school had its first-ever black homecoming. Last spring the school graduated the same proportion of minorities as it did whites. If the United States wants to keep up in the global economic race, it will have to pay systematic attention to graduating minorities, not just enrolling them.注意：此部分试题请在答题卡1上作答。

大学英语六级试卷-11年6月大学英语六级考试题

2011年6月大学英语六级考试真题(word版)Part ⅠWriting (30 minutes) Directions: For this part, you are allowed 30 minutes to write a short essay entitled The Certificate Craze. You should write at least 150 words following the outline given below. 1．现在许多人热衷于各类证书考试2．其目的各不相同3．在我看来……The Certificate Craze注意：此部分试题在答题卡1上。

Part II Reading Comprehension (Skimming and Scanning) (15 minutes)Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet 1. For questions 1-7, choose the best answer from the four choices marked A), B), C) and D). For questions 8-10, complete the sen tences with the information given in the passage.Minority ReportAmerican universities are accepting more minorities than ever. Graduating them is another matter.Barry Mills, the president of Bowdoin College, was justifiably proud of Bowdoin's efforts to recruit minority students. Since 2003 the small, elite liberal arts school in Brunswick, Maine, has boosted the proportion of so-called under-represented minority students in entering freshman classes from 8% to 13%. "It is our responsibility to reach out and attract students to come to our kinds of places," he told a NEWSWEEK reporter. But Bowdoin has not done quite as well when it comes to actually graduating minorities. While 9 out of 10 white students routinely get their diplomas within six years, only 7 out of 10 black students made it to graduation day in several recent classes."If you look at who enters college, it now looks like America," says Hilary Pennington, director of postsecondary programs for the Bill & Melinda Gates Foundation, which has closely studied enrollment patterns in higher education. "But if you look at who walks across the stage for a diploma, it's still largely the white, upper-income population."The United States once had the highest graduation rate of any nation. Now it stands 10th. For the first time in American history, there is the risk that the rising generation will be less well educated than the previous one. The graduation rate among 25- to 34-year-olds is no better than the rate for the 55- to 64-year-olds who were going to college more than 30 years ago. Studies show that more and more poor and non-white students want to graduate from college –but their graduation rates fall far short of their dreams. The graduation rates for blacks, Latinos, and Native Americans lag far behind the graduation rates for whites and Asians. As the minority population grows in the United States, low college graduation rates become a threat to national prosperity.The problem is pronounced at public universities. In 2007 the University of Wisconsin-Madison – one of the top five or so prestigious public universities – graduated 81% of its white students within six years, but only 56% of its blacks. At less-selective state schools, the numbers get worse. During the same time frame, the University of Northern Iowa graduated 67% of its white students, but only 39% of its blacks. Community colleges have low graduation rates generally –but rock-bottom rates for minorities. Arecent review of California community colleges found that while a third of the Asian students picked up their degrees, only 15% of African-Americans did so as well.Private colleges and universities generally do better, partly because they offer smaller classes and more personal attention. But when it comes to a significant graduation gap, Bowdoin has company. Nearby Colby College logged an 18-point difference between white and black graduates in 2007 and 25 points in 2006. Middlebury College in Vermont, another top school, had a 19-point gap in 2007 and a 22-point gap in 2006. The most selective private schools – Harvard, Yale, and Princeton – show almost no gap between black and white graduation rates. But that may have more to do with their ability to select the best students. According to data gathered by Harvard Law School professor Lani Guinier, the most selective schools are more likely to choose blacks who have at least one immigrant parent from Africa or the Caribbean than black students who are descendants of American slaves."Higher education has been able to duck this issue for years, particularly the more selective schools, by saying the responsibility is on the individual student," says Pennington of the Gates Foundation. "If they fail, it's their fault." Some critics blame affirmative action – students admitted with lower test scores and grades from shaky high schools often struggle at elite schools. But a bigger problem may be that poor high schools often send their students to colleges for which they are "undermatched": they could get into more elite, richer schools, but instead go to community colleges and low-rated state schools that lack the resources to help them. Some schools out for profit cynically increase tuitions and count on student loans and federal aid to foot the bill –knowing full well that the students won't make it. "The school keeps the money, but the kid leaves with loads of debt and no degree and no ability to get a better job. Colleges are not holding up their end," says Amy Wilkins of the Education Trust.A college education is getting ever more expensive. Since 1982 tuitions have been rising at roughly twice the rate of inflation. In 2008 the net cost of attending a four-year public university –after financial aid –equaled 28% of median (中间的)family income, while a four-year private university cost 76% of median family income. More and more scholarships are based on merit, not need. Poorer students are not always the best-informed consumers. Often they wind up deeply in debt or simply unable to pay after a year or two and must drop out.There once was a time when universities took pride in their dropout rates. Professors would begin the year by saying, "Look to the right and look to the left. One of you is not going to be here by the end of the year." But such a Darwinian spirit is beginning to give way as at least a few colleges face up to the graduation gap. At the University of Wisconsin-Madison, the gap has been roughly halved over the last three years. The university has poured resources into peer counseling to help students from inner-city schools adjust to the rigor (严格要求)and faster pace of a university classroom –and also to help minority students overcome the stereotype that they are less qualified. Wisconsin has a "laserlike focus" on building up student skills in the first three months, according to viceprovost (教务长)Damon Williams.State and federal governments could sharpen that focus everywhere by broadly publishing minority graduation rates. For years private colleges such as Princeton andMIT have had success bringing minorities onto campus in the summer before freshman year to give them some prepara tory courses. The newer trend is to start recruiting poor and non-white students as early as the seventh grade, using innovative tools to identify kids with sophisticated verbal skills. Such pro grams can be expensive, of course, but cheap compared with the millions already invested in scholarships and grants for kids who have little chance to graduate without special support.With effort and money, the graduation gap can be closed. Washington and Lee is a small, selective school in Lexington, Va. Its student body is less than 5% black and less than 2% Latino. While the school usually graduated about 90% of its whites, the graduation rate of its blacks and Latinos had dipped to 63% by 2007. "We went through a dramatic shift," says Dawn Watkins, the vice president for student affairs. The school aggressively pushed mentoring (辅导) of minorities by other students and "partnering" with parents at a special pre-enrollment session. The school had its first-ever black homecoming. Last spring the school graduated the same proportion of minorities as it did whites. If the United States wants to keep up in the global economic race, it will have to pay systematic attention to graduating minorities, not just enrolling them.注意：此部分试题请在答题卡1上作答。

2011年6月大学英语四级考试阅读真题及答案

2011年6月大学英语四级考试阅读真题及答案Section ADirections: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before making your choices. Each choice in the bank is identified by a letter. Please mark the corresponding letter for each item on Answer Sheet 2 with a single line through the centre. You may not use any of the words in the bank more than once.Questions 47 to 56 are based on the following passage.The popular notion that older people need less sleep than younger adults is a myth, scientists said yesterday.While elderly people 47 to sleep for fewer hours than they did when they were younger, this has a(n) 48 effect on their brain’s performance and they would benefit from getting more, according to research.Sean Drummond, a psychiatrist (心理医生) at the University of California, San Diego, said that older people are more likely to suffer from broken sleep, while younger people are better at sleeping 49 straight through the night.More sleep in old age, however, is 50 with better health, and most older people would feel better and more 51 if they slept for longer periods, he said.“The ability to sleep in one chunk (整块时间) overnight goes down as we age but the amount of sleep we need to 52 well does not change,” Dr Drummond told the American Association for the Advancement of Science conference in San Diego.“It’s 53 a myth that older people need less sleep. The more healthy an older adult is, the more they sleep like they did when they were 54 . Our data suggests that older adults would benefit from 55 to get as much sleep as they did in their 30s. That’s 56 from person to person, but the amount of sleep we had at 35 is probably the same amount as we need at 75.”注意：此部分试题请在答题卡2上作答。

大学英语六级试卷和答案-2011年6月四级真题下载

2011年6月大学英语四级真题PartI Writing(30 minutes)Directions: For this part, you are allowed 30 minutes to write a short essay on the topic of Online Shopping. You should write at least 120 words following the outline given below:1．现在网上购物已成为一种时尚2．网上购物有很多好处，但也有不少问题3．我的建议Online Shopping注意：此部分试题在答题卡1上。

Part II Reading Comprehension (Skimming and Scanning) (15 minutes)Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet 1. For questions 1-7, choose the best answer from the four choices marked A), B), C) and D). For questions 8-10, complete the sen tences with the information given in the passage.British Cuisine: the Best of Old and NewBritish cuisine (烹饪) has come of age in recent years as chefs (厨师) combine the best of old and new.Why does British food have a reputation for being so bad? Because it is bad! Those are not the most encouraging words to hear just before eating lunch at one of Hong Kong's smartest British restaurants, Alfie's by KEE, but head chef Neil Tomes has more to say."The past 15 years or so have been a noticeable period of improvement for food in England," the English chef says, citing the trend in British cuisine for better ingredients, preparation and cooking methods, and more appealing presentation. Chefs such as Delia Smith, Nigel Slater, Jamie Oliver and Gordon Ramsay made the public realise that cooking - and eating - didn't have to be a boring thing. And now, most of the British public is familiar even with the extremes of Heston BlumenthaPs molecular gastronomy, a form of cooking that employs scientific methods to create the perfect dish."It's no longer the case that the common man in England is embarrassed to show he knows about food," Tomes says.There was plenty of room for improvement. The problems with the nation's cuisine can be traced back to the Second World War. Before the War, much of Britain's food was imported and when German U-boats began attacking ships bringing food to the country, Britain went on rations (配给)."As rationing came to an end in the 1950s, technology picked up and was used to mass-produce food," Tomes says. "And by then people were just happy to have a decent quantity of food in their kitchens."They weren't looking for cured meats, organic produce or beautiful presentation; they were looking for whatever they could get their hands on, and this prioritisation ofquantity over quality prevailed for decades, meaning a generation was brought up with food that couldn't compete with neighbouring France, Italy, Belgium or Spain. Before star chefs such as Oliver began making cooking fashionable, it was hard to find a restaurant in London that was open after 9pm. But in recent years the capital's culinary (烹饪的) scene has developed to the point that it is now confident of its ability to please the tastes of any international visitor.With the opening of Alfie's in April, and others such as The Pawn, two years ago, modern British food has made its way to Hong Kong. "With British food, I think that Hong Kong restaurants are keeping up," says David Tamlyn, the Welsh executive chef at The Pawn in Wan Chai. "Hong Kong diners are extremely responsive to new ideas or presentations, which is good news for new dishes."Chefs agree that diners in Hong Kong are embracing the modern British trend. Some restau rants are modifying the recipes (菜谱) of British dishes to breathe new life into the classics, while others are using better quality ingredients but remaining true to British traditions and tastes.Tamlyn is in the second camp. "We select our food very particularly. We use US beef, New Zealand lamb and for our custards (牛奶蛋糊)we use Bird's Custard Powder," Tamlyn says. "Some restaurants go for custard made fresh with eggs, sugar and cream, but British custard is different, and we stay true to that."Matthew Hill, senior manager at the two-year-old SoHo restaurant Yorkshire Pudding, also uses better ingredients as a means of improving dishes. "There are a lot of existing perceptions about British food and so we can't alter these too much. We're a traditional British restaurant so there are some staples (主菜) that will remain essentially unchanged."These traditional dishes include fish and chips, steak and kidney pie and large pieces of roasted meats. At Alfie's, the newest of the British restaurants in town and perhaps the most gentlemen's club-like in design, Neil Tomes explains his passion for provenance (原产地)."Britain has started to become really proud of the food it's producing. It has excellent organic farms, beautifully crafted cheeses, high-quality meats."However, the British don't have a history of exporting their foodstuffs, which makes it difficult for restaurants in Hong Kong to source authentic ingredients."We can get a lot of our ingredients once a week from the UK," Tamlyn explains. "But there is also pressure to buy local and save on food miles, which means we take our vegetables from the local markets, and there are a lot that work well with British staples."The Phoenix, in Mid-Levels, offers the widest interpretation of "British cuisine", while still trying to maintain its soul. The gastro-pub has existed in various locations in Hong Kong since 2002. Singaporean head chef Tommy Teh Kum Chai offers daily specials on a blackboard, rather than sticking to a menu. This enables him to reinterpret British cuisine depending on what is avail able in the local markets."We use a lot of ingredients that people wouldn't perhaps associate as British, but are pre sented in a British way. Bell peppers stuffed with couscous, alongside ratatouille, is a very popular dish."Although the ingredients may not strike diners as being traditional, they can be found in dishes across Britain.Even the traditional chefs are aware of the need to adapt to local tastes and customs, while maintaining the Britishness of their cuisine.At Yorkshire Pudding, Hill says that his staff asks diners whether they would like to share their meals. Small dishes, shared meals and "mixing it up" is not something commonly done in Britain, but Yorkshire Pudding will bring full dishes to the table and offer individual plates for each diner. "That way, people still get the presentation of the dishes as they were designed, but can carve them up however they like," Hill says.This practice is also popular at The Pawn, although largely for rotisseries (烤肉馆),Tamlyn says. "Some tables will arrive on a Sunday, order a whole chicken and a shoulder of lamb or a baby pig, and just stay for hours enjoying everything we bring out for them."Some British traditions are too sacred (神圣的)to mess with, however, Tomes says. "I'd never change a full English breakfast."注意：此部分试题请在答题卡1上作答。

2011年6月大学英语六级真题与答案详解完整版

2011年6月大学英语六级真题与答案详解完整版Part III Listening ComprehensionSection A11.M: I left 20 pages here to copy. Here is the receipt.W: I'm sorry, sir. But we're a little behind. Could you come back in a few minutes?Q: What does the woman mean?答案：C. She has not got the man's copies ready.解析：本题考的是文化场景，出现了copy 等词，还是比较基础的。

原文中男生想出示收据来拿复印材料，然后女生说“ we're a little behind. ”（我们动作稍落后）意思就是还没复印好。

12.W: I hope you're not too put out with me for the delay. I have to stop by friends' home to pick up a book on my way here.M: Well, that's not a big deal. But you might at least phone if you know you're going to keep someone waiting.Q: What do we learn about the woman from the conversation?答案：B. She was late for the appointment.解析：生活类场景题。

注意对"be put out with sb"（对……生气）的理解；文中女生首先对自己的迟到表示歉意并解释原因；男生说不是大问题，但是你至少得打个电话给我。

大学英语六级真题2011年6月

大学英语六级真题2011年6月(总分：710.00，做题时间：125分钟)一、Part I Writing (30 minutes) (总题数：1，分数：142.00)1.1. 现在许多人热衷于各类证书考试2. 其目的各不相同3. 在我看来（分数：142.00）__________________________________________________________________________________________正确答案：(My opinion on certificate craze The growing tendency among college students to get all kinds of certificates has now evolved into a craze. Just randomly ask a student what he or she is busily engaged in doing, quite possibly, you would get the answer that he or she is preparing for a certificate of some kind. So, why’s the craze? The reason behind this phenomenon is common —the enormous pressure of finding a job. Faced with a harsh job market, most students have no choice but to seek more certificates to parlay their qualifications. Another factor is that diploma and certificates still weighs heavily in terms of signifying one’s ability. For the sake of increasing their odds of landing a better job, the students are compelled to run from one exam to another。

2011年6月大学英语六级考试真题

正保远程教育旗下品牌网站美国纽交所上市公司(NYSE:DL)外语教育网外语学习的网上乐园2011年6月大学英语六级考试真题Part ⅠWriting （30minutes）Directions: For this part, you are allowed 30 minutes to write a short essay entitled The Certificate Craze. You should write at least 150 words following the outline given below.1．现在许多人热衷于各类证书考试2．其目的各不相同3．在我看来……The Certificate Craze注意：此部分试题在答题卡1上。

Part II Reading Comprehension （Skimming and Scanning）（15 minutes）Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet 1. For questions 1-7, choose the best answer from the four choices marked A）, B）, C）and D）. For questions 8-10, complete the seen tenses with the information given in the passage.Minority ReportAmerican universities are accepting more minorities than ever. Graduating them is another matter.Barry Mills, the president of Bowdoin College, was justifiably proud of Bowdoin's efforts to recruit minority students. Since 2003 the small, elite liberal arts school in Brunswick, Maine, has boosted the proportion of so-called under-represented minority students in entering freshman classes from 8% to 13%. "It is our responsibility to reach out and attract students to come to our kinds of places," he told a NEWSWEEK reporter. But Bowdoin has not done quite as well when it comes to actually graduating minorities. While 9 out of 10 white students routinely get their diplomas within six years, only 7 out of 10 black students made it to graduation day in several recent classes."If you look at who enters college, it now looks like America," says Hilary Pennington, director of postsecondary programs for the Bill & Melinda Gates Foundation, which has closely studied enrollment patterns in higher education. "But if you look at who walks across the stage for a diploma, it's still largely the white, upper-income population."The United States once had the highest graduation rate of any nation. Now it stands 10th. For the first time in American history, there is the risk that the rising generation will be less well educated than the previous one. The graduation rate among 25- to 34-year-olds is no better than the rate for the 55- to 64-year-olds who were going to college more than 30 years ago. Studies show that more and more poor and non-white students want to graduate from college - but their graduation rates fall far short of their dreams. The graduation rates for blacks, Latinos, and Native。

2011年6月大学英语六级阅读考试真题及答案_完美打印版

2011年6月大学英语六级真题及答案Part IV Reading Comprehension (Reading in Depth) (25 minutes)Section ADirections: In this section, there is a short passage with 5 questions or incomplete statements. Read the passage carefully. Then answer the questions or complete the statements in the fewest possible words. Please write your answers on Answer Sheet 2.Questions 47 to 51 are based on the following passage.How good are you at saying "no"? For many, it's surprisingly difficult. This is especially true of editors, who by nature tend to be eager and engaged participants in everything they do. Consider these scenarios: It's late in the day. That front-page package you've been working on is nearly complete; one last edit and it's finished. Enter the executive editor, who makes a suggestion requiring a more-than-modest rearrangement of the design and the addition of an information box. You want to scream: "No! It's done!" What do you do?The first rule of saying no to the boss is don't say no. She probably has something in mind when she makes suggestions, and it's up to you to find out what. The second rule is don't raise the stakes by challenging her authority. That issue is already decided. The third rule is to be ready to cite options and consequences. The boss's suggestions might be appropriate, but there are always consequences. She might not know about the pages backing up that need attention, or about the designer who had to go home sick. Tell her she can have what she wants, but explain the consequences. Understand what she's trying to accomplish and propose a Plan B that will make it happen without destroying what you've done so far.Here's another case. Your least-favorite reporter suggests a dumb story idea. This one should be easy, but it's not. If you say no, even politely, you risk inhibiting further ideas, not just from that reporter, but from others who heard that you turned down the idea. This scenario is common in newsrooms that lack a systematic way to filter story suggestions.Two steps are necessary. First, you need a system for how stories are proposed and reviewed. Reporters can tolerate rejection of their ideas if they believe they were given a fair hearing. Your gut reaction (本能反应) and dismissive rejection, even of a worthless idea, might not qualify as systematic or fair.Second, the people you work with need to negotiate a "What if ...?" agreement covering "What if my idea is turned down?" How are people expected to react? Is there an appeal process? Can they refine the idea and resubmit it? By anticipating "What if...?" situations before they happen, you can reach understanding that will help ease you out of confrontations.47. Instead of directly saying no to your boss, you should find out __________.48. The author's second warning is that we should avoid running a greater risk by __________.49. One way of responding to your boss's suggestion is to explain the __________ to her and offer an alternative solution.50. To ensure fairness to reporters, it is important to set up a system for stories to __________.51. People who learn to anticipate "What if...?" situations will be able to reach understanding and avoid__________.Section BDirections:There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice and mark the corresponding letter on Answer Sheet 2 with a single line through the centre.Passage OneQuestions 52 to 56 are based on the following passage.At the heart of the debate over illegal immigration lies one key question: are immigrants good or bad for the economy? The American public overwhelmingly thinks they're bad. Yet the consensus among most economists isthat immigration, both legal and illegal, provides a small net boost to the economy. Immigrants provide cheap labor, lower the prices of everything from farm produce to new homes, and leave consumers with a little more money in their pockets. So why is there such a discrepancy between the perception of immigrants' impact on the economy and the reality?There are a number of familiar theories. Some argue that people are anxious and feel threatened by an inflow of new workers. Others highlight the strain that undocumented immigrants place on public services, like schools, hospitals, and jails. Still others emphasize the role of race, arguing that foreigners add to the nation's fears and insecurities. There's some truth to all these explanations, but they aren't quite sufficient.To get a better understanding of what's going on, consider the way immigration's impact is felt. Though its overall effect may be positive, its costs and benefits are distributed unevenly. David Card, an economist at UC Berkeley, notes that the ones who profit most directly from immigrants' low-cost labor are businesses and employers – meatpacking plants in Nebraska, for instance, or agricultural businesses in California. Granted, these producers' savings probably translate into lower prices at the grocery store, but how many consumers make that mental connection at the checkout counter? As for the drawbacks of illegal immigration, these, too, are concentrated. Native low-skilled workers suffer most from the competition of foreign labor. According to a study by George Borjas, a Harvard economist, immigration reduced the wages of American high-school dropouts by 9% between 1980-2000.Among high-skilled, better-educated employees, however, opposition was strongest in states with both high numbers of immigrants and relatively generous social services. What worried them most, in other words, wasthe fiscal (财政的)burden of immigration. That conclusion was reinforced by another finding: that their opposition appeared to soften when that fiscal burden decreased, as occurred with welfare reform in the 1990s, which curbed immigrants' access to certain benefits.The irony is that for all the overexcited debate, the net effect of immigration is minimal. Even for those most acutely affected – say, low-skilled workers, or California residents – the impact isn't all that dramatic. "The unpleasant voices have tended to dominate our perceptions," says Daniel Tichenor, a political science professor at the University of Oregon. "But when all those factors are put together and the economists calculate the numbers, it ends up being a net positive, but a small one." Too bad most people don't realize it.注意：此部分试题请在答题卡2上作答。